Music

Vocal, Band, and Orchestra

Philosophy

Music is a CORE subject.

As designated in the No Child Left Behind
Act and as such should be valued for fundamental literacy goals
presented in a sequential, developmental, process-oriented music
program. Music has both intrinsic and fundamental value; it has worth
in and of itself and can also be used to achieve a multitude of purposes
(e.g. to present issues and ideas, to teach or persuade, to entertain,
to design, to plan, and beautify). Music plays a valued role in
creating cultures and building civilizations. It is a tool for helping
students develop an awareness of the world around them; past and
present.

All children should have the opportunity to participate in and have a feeling of aesthetic satisfaction from music education.

Musical experiences add enrichment to
everyday life and help foster an appreciation for beauty and order; so
that all students can participate in a meaningful way.

Music education and performance are essential for developing a well-rounded individual.

Music education provides and promotes the
development of self expression and self esteem. It promotes critical
and analytical thinking skills.

Music provides a form of nonverbal
communication that can strengthen the presentation of ideas and
emotions. Attributes such as self discipline, the collaborative effort,
and perseverance, are necessary to music participation. These transfer
to the rest of life.

Performance is an important component to the music-learning process.

Performing provides opportunities for
application of knowledge, self esteem enhancement, individual growth
assessment, self expression, and critical analysis skill development.
Exposure or experience is more meaningful to children when they are
involved in the process of music-making.

Music literacy provides a foundation for lifelong music participation.

Music provides experiences in creating,
performing, listening to, dancing to, and analyzing as a lifelong
activity. Literacy leads to informed evaluations of musical
performances and develops music consumers with a personal standard of
music appreciation.

Content Standards

Historical, Cultural and Social Contexts:

Students demonstrate knowledge and
understanding of a variety for music styles and cultures and the context
of musical expression or events, both past and present. Students
identify significant contributions of composers and performers to music
heritage. Students analyze the historical, social and political forces
that have influenced the function and role of music in the lives of
people.

Creative Expression and Communication:

Students sing, play instruments, improvise, compose, read and notate music.

Analyzing and Responding:

Students listen to a varied repertoire of
music and respond by analyzing and describing music using correct
terminology. Students evaluate the creating and performing of music by
using appropriate criteria.

Valuing Music/Aesthetic Reflection:

Students demonstrate an understanding of
reasons why people value music and a respect for diverse opinions
regarding music preferences. Students articulate the significance of
music in their lives.

Connections, Relationships and Applications:

Students identify similarities and
differences between music and other arts disciplines. Students recognize
the relationship between concepts and skills learned through music with
knowledge learned in other curricular subjects, life experiences and
potential careers in and outside the arts. Students develop a desire for
lifelong learning in music.

Indian Hill Exempted Village School District

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Any questions about reasonable accommodations and all concerns or complaints relating to disability discrimination should be directed to the District’s Section 504 Coordinator. The Section 504 Coordinator is the Director of Pupil Services, who may be contacted at (513) 272-4500 or 6855 Drake Road, Cincinnati, Ohio 45243. Thank you.